Implementation of Clinical Supervision in Developing Teacher Performance at MI Ummu Kaltsum Makassar City

Abstract

This study aims to describe the implementation of clinical supervision in improving teacher performance at MI Ummu Kaltsum, Makassar City, identify supporting and inhibiting factors, and analyze its impact on teacher performance. This research employs a descriptive qualitative method with a phenomenological approach. Data were collected from primary sources through observation, interviews, and documentation, and from secondary sources including books, journals, and madrasah documents. The findings show that clinical supervision is implemented through three main stages: initial meetings to determine aspects of teacher behavior to be developed, classroom observation to objectively assess teacher performance, and feedback sessions to provide reinforcement and constructive input. Supporting factors include teachers’ willingness to participate, support from the principal and supervisors, and a conducive working environment, while inhibiting factors involve time limitations, variations in teacher competence, and additional workload. Overall, clinical supervision has a positive impact on improving teacher performance, including mastery of subject matter, classroom management, use of instructional media, classroom interaction, and overall professionalism. The study concludes that clinical supervision serves as a guideline for teacher performance development, encourages professional reflection, and provides a reference for future research.